Social and Cultural Foundations of Counseling Key Performance Indicator (KPI) Faculty systematically assesses each student’s progress by examining a combination of knowledge and skills. Key performance indicators are course tasks, activities, or assignments selected by faculty to assess student learning in core content areas of the counseling curriculum. Key Performance Indicators are measured multiple times and at different points in time during the student’s master’s program. This course has been identified as partially fulfilling one of the eight core content areas of the counseling curriculum, Social and Cultural Diversity. The following content area objectives are addressed within this course via the designated Key Performance Indicator task described below. 3. Understand the ways in which advocacy and legislative policies, barriers, programs, and practices can be developed, adapted, and modified to identify and eliminate barriers, prejudices, and processes of intentional and unintentional oppression and discrimination. 5. Explore attitudes, beliefs, understandings, and acculturative experiences, including specific experiential learning activities that are designed to foster understanding of self and culturally diverse clients. 6. Describe individual, couple, family, group, school, and community strategies for working with and advocating for diverse populations, including multicultural competencies. Course Objective CACREP Standard* 3. 2. F. 1. e.; 2. F. 2. h. 5. 2. F. 2. d. 6. CMHC 5. C. 2. j Relevant Accreditation Standards Met by KPI: * Clinical Mental Health Counseling Concentration only Students will demonstrate competency via successful completion of the following key performance indicator required task: Ethnographic Interview Paper. This task will be further described below in the Description of Assignments. Key Performance Indicator Assignment: Ethnographic Interview Paper PYCL 632 Required KPI Assignment: Ethnographic Interview Paper (20 points) For the ethnographic interview students are asked to interview a person who is culturally different from you (e.g., age, race/ethnic background, socioeconomic and/or occupational status, ability, etc.). The interview will be conducted in a specific format. Students are to prepare a set of questions that would fall under the broad content areas stated below prior to meeting with the interviewee. During the interview, keep notes that will be useful in writing the final 7 to 10-page paper about the interviewing experience. The paper must be written in APA style and format (i.e., title page, abstract, etc.)? and have at least 3 scholarly sources (no older than 10 years) to support your writing. Scholarly sources are journals and books, no websites or brochures. The following broad content areas must be addressed during the interview. In writing your paper, please organize it using these broad content areas as major headings and using your interview .

1. Social and Cultural Foundations of Counseling
Key Performance Indicator (KPI)
Faculty systematically assesses each student’s progress by
examining a combination of knowledge and skills. Key
performance indicators are course tasks, activities, or
assignments selected by faculty to assess student learning in
core content areas of the counseling curriculum. Key
Performance Indicators are measured multiple times and at
different points in time during the student’s master’s program.
This course has been identified as partially fulfilling one of the
eight core content areas of the counseling curriculum, Social
and Cultural Diversity. The following content area objectives
are addressed within this course via the designated Key
Performance Indicator task described below.
3. Understand the ways in which advocacy and legislative
policies, barriers, programs, and practices can be developed,
adapted, and modified to identify and eliminate barriers,
prejudices, and processes of intentional and unintentional
oppression and discrimination.
5. Explore attitudes, beliefs, understandings, and acculturative
experiences, including specific experiential learning activities
that are designed to foster understanding of self and culturally
diverse clients.
6. Describe individual, couple, family, group, school, and
community strategies for working with and advocating for
diverse populations, including multicultural competencies.
Course Objective
CACREP Standard*

2. 3.
2. F. 1. e.; 2. F. 2. h.
5.
2. F. 2. d.
6.
CMHC 5. C. 2. j
Relevant Accreditation Standards Met by KPI:
* Clinical Mental Health Counseling Concentration only
Students will demonstrate competency via successful
completion of the following key performance indicator required
task: Ethnographic Interview Paper. This task will be further
described below in the Description of Assignments.
Key Performance Indicator Assignment: Ethnographic Interview
Paper PYCL 632 Required KPI Assignment: Ethnographic
Interview Paper (20 points)
For the ethnographic interview students are asked to interview a
person who is culturally different from you (e.g., age,
race/ethnic background, socioeconomic and/or occupational
status, ability, etc.).
The interview will be conducted in a specific format.
Students are to prepare a set of questions that would fall under
the broad content areas stated below prior to meeting with the
interviewee.
During the interview, keep notes that will be useful in writing
the final 7 to 10-page paper about the interviewing experience.
The paper must be written in APA style and format (i.e., title
page, abstract, etc.)? and have at least 3 scholarly sources (no
older than 10 years) to support your writing. Scholarly sources

3. are journals and books, no websites or brochures.
The following broad content areas must be addressed during the
interview. In writing your paper, please organize it using these
broad content areas as major headings and using your interview
questions as subheadings under these areas. The broad content
areas to cover are:
1. Demographic information of the interviewee (e.g., age,
gender, SES, ethnicity, etc.)
2. Background (e.g., place of birth, childhood and experiences
growing up, education, work, marriage, children, religion, etc.)
3. Cultural identity [e.g., with which culture interviewee
identifies, what are the characteristics of his/her culture, norms,
worldview (from the perspective of your interviewee); when and
why cultural identity became important - or not]
4. Positive and damaging lived experiences from belonging to
this group (from the interviewee’s point of view, including
stereotypes, cultural pride, etc.)
5. Benefits and barriers of belonging to this group in relation to
the dominant culture.
6. Other (areas and questions that student interviewer may deem
important to cover).
In writing the final paper, in addition to summarizing the
information gathered during the interview by addressing the
broad content areas above, reflect on the following 4 areas and
create headings in the paper to address them. Also don’t forget
to add a formal introduction and conclusion to the final paper.
1. Reflect on what you learned as a result of interviewing this
individual. Specifically, what are the differences in
acculturation and values between you (the counselor) and the?
interviewee (the client)?
2. Reflect on your own biases, prejudices, and racist attitudes
existing before the interview and how they might have or have
not changed as a result of interviewing this individual. What

4. challenges would you face in counseling this individual?
3. Discuss your plan to advocate for and support this
individual/group of individuals given what you learned about
the interviewee’s challenges, damaging experiences, and
limitations within our society.
4. Discuss specific culturally adaptive interventions that are
recommended when working with this group of individuals
(support this with scholarly findings in the literature).
A rubric for this assignment can be found at the end of the
syllabus. Students must receive at least a 70% to receive a
passing grade. A student who scores a ‘Not Met’ on any
criterion of KPI assignment must complete an Individual
Remediation Plan with the instructor. Failure to successfully
remediate the KPI assignment will result in a F (Fail) grade in
the course.
Appendix/Appendices Required Ethnographic Interview Paper
Key Performance Indicator Assignment Rubric
The “Ethnographic Interview Paper” assignment is used as a
Key Performance Indicator for the common core area of “Social
and Cultural Diversity
RUBIC - PLEASE include the below 8 in PAPER
A. Student included all required information about the
interviewee, including demographic, background, and cultural
identity information.
B. Student discussed benefits and barriers faced by the
interviewee due to belonging to his/her cultural group. Student
asked additional questions related to this content area to gain a
broader understanding of the benefits and barriers faced by the

5. interviewee.
C. Student discussed benefits and barriers faced by the
interviewee due to belonging to his/her cultural group. Student
asked additional questions related to this content area to gain a
broader understanding of the benefits and barriers faced by the
interviewee
D. Student discussed lessons learned as a result of this
interview. Student reflected on the differences in acculturation
and values between self and the interviewee.
E. Student reflected on his/her own biases, prejudices, and
racist attitudes existing before the interview, and on how they
might have (or not) changed as a result of interviewing this
individual. Student reflected on the challenges he/she might
encounter if counseling this individual.
F. Student included a plan to advocate for and support both the
interviewee and their cultural group.
G. Student discussed culturally adaptive interventions that are
appropriate to use when working with the interviewee’s cultural
group. Student used at least three scholarly references from the
literature to support the use of these interventions
H. Student’s paper included proper APA style. More than 5
additional current and relevant scholarly sources were cited.
Students must pass the KPI to pass the course.